Visual abilities and misconceptions about plate tectonics

Journal of Geoscience Education

Volumn 53, Issue 4, 2005, Pages 471-477

  Sibley, Duncan F ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EARTH SCIENCE; EDUCATION;

EID: 27744494629     PISSN: 10899995     EISSN: 10899995     Source Type: Journal    
DOI: 10.5408/Sibley_v53p471     Document Type: Article

References (40)

1. Anderson, D.L., Fisher, K.M. and Norman, G.J., 2002, Development and evaluation of conceptual inventory of Natural Selection, Journal of Research in Science Teaching, v. 39, p. 952-978.
2. Anderson, J.R., 1982, Acquisition of cognitive skill, Psychological Review, v. 89, 396-406.
3. Bishop, B.A. and Anderson, C.W., 1990, Student conception of natural selection and its role in evolution, Journal of Research in Science Teaching, v. 27, p. 415-427.
4. Bodner, G.M. and Guay, R.B., 1997, The Purdue Visualization of Rotations Test, Chemical Educator, v. 2, 1-18.
5. Bridgeman, P, 1927, The Logic of Modern Physics, New York, Macmillan, 228 p.
6. Carnap, R., 1955, Meaning and Synonymy in Natural Languages, reprinted in, T. Olshewsky, (ed.) 1969, Problems in the Philosophy of Language, New York, Holt, Reinhart, and Wilson, p. 504-517.
7. Carey, S., 1991, Knowledge acquisition: enrichment or conceptional change? in S. Carey and R.Gelman, (ed.), The Epigenesis of Mind: Essays on Biology and Cognition, Lawrence Erlbaum Association, 338 p.
8. Delaughter, J.E., Stein, S., Stein, C.A., and Bain, K.R., 1998, Preconceptions abound among students in an introductory earth science course, EOS, v. 79, p.429-431.
9. Driver, R., Squires, A., Rushworth, P., and Wood-Robinson, V. 1994, Making Sense of Secondary Science: Research into Children's Ideas, London, Routledge, 210 p.
10. Eichenbaum, H., 2002, The Cognitive Neuroscience of Memory, Oxford University Press, Oxford, 370 pp
11. Gobert, J.D., 2000, A typology of causal models for plate tectonics: inferential power and barriers to understanding, International Journal of Science Education, v. 22, p. 937-977.
12. Hampton, J.A., 2000, Concepts and prototypes, Mind and Language, v. 15, p. 299-307.
13. Haladyna, T.M., 1997, Writing Test Items to Evaluate Higher order Thinking: Allyn & Bacon, Needham Heights, MA, 264 p.
14. Hempel, G. and Oppenheim, P., 1948, Studies in the Logic of Scientific Explanation, Philosophy of Science, XV, p. 135-175.
15. Hestenes, D. Wells, M., and Swackhamer, G., 1992, Force concept inventory, The Physics Teacher, v. 30, p.141-158
16. Huffman, D. and Heller, P., 1995, What does the force concept inventory measure?, The Physics Teacher v.33, p.138-143.
17. Jackendoff, R., 1989, What is a concept that we may grasp it ?, Mind and Language, v. 4, p. 68-102.
18. Lakoff, G.,1987, Women, Fire and Dangerous Things: What Categories Reveal about the Mind, Chicago, University of Chicago Press, 600 p.
19. Landau, B., 2000, Concepts, the lexicon, and acquisition: Fodor's new challenge, Mind and Language, v. 15, p. 319-326.
20. Lawrence, S. and Margolis, E., 1999, Concepts and Cognitive Science. In Margolis, E. and Lawrence,S., (ed.), Concepts, Cambridge MA, MIT Press, p. 3-83.
21. Libarkin, J.C. and Kurdziel, J.P., 2001a, Research methodologies in science education assessing students' alternative conceptions, Journal Geoscience Education, v. 49, p. 378-383.
22. Libarkin, J.C. and Kurdziel, J.P., 2001a. Research methodologies in science education strategies for productive assessment, Journal Geoscience Education, 49, 300-304.
23. Lin, H., Cheng, H., and Lawrence, F., 2000, The assessment of students' and teachers' understanding of gas laws, Chemical Education Research, v. 77, p. 235-238.
24. Linn, C.A. and Peterson, A.C., 1985, Emergence and characterization of sex differences in spatial ability: a meta-analysis, Child Development, v. 56, p. 1479-1498.
25. Lythcott, J. (1990), Problem solving and requisite knowledge of chemistry, Journal of Chemical Education, v.67, p.248-252.
26. McCloskey, M., Caramazza, A. and Green, B., 1980, Curvilinear motion in the absence of external forces: naïve beliefs about the motion of objects, Science v. 210, p.1139-1141.
27. Murphy, G.L., 2002, The Big Book of Concepts, Cambridge MAMIT Press, 555p.
28. Murphy, G.L. and Medin, D.L., 1999, The role of theories in conceptual coherence, in Margolis, E. and Lawrence, S., (ed), Concepts, Cambridge MA, MIT Press, p. 425-458.
29. Novak, J.D., Mintzes, J.J., and Wandersee, J.H., 1999, Learning, teaching and assessment: a human constructives perspective; in J J Mintzes, J.H. Wandersee and J.D. Novak (ed), Assessing Science Understanding: A Human Constructivists View, Academic press, San Diego: p.1-13.
30. Osherson, D.N., and Smith, E.E., 1981, On the adequacy of prototypes theory as a theory of concepts, Cognition v. 9, p.35-58
31. Posner, G.J., Strike, K.A., Hewson, P.W., and Gertzog, W.A., 1982, Accommodation of a scientific conception: toward a theory of conceptual change, Science Education, v. 66, p. 211-227.
32. Rosch, E. 1978, Principles of categorization, In Rosch, E. and Lloyds, B.B., (ed), Cognition and Categorization, Hillsdale, NJ, Lawrence Erlbaum Assoc Inc, p. 27-48.
33. Royer, J.M., Cisero, C.A., and Carlo, M.S., 1993, Techniques and procedures for assessing cognitive skills, Review or Educational Research, v. 63, p. 201-243.
34. Sadler, P.M., 1998, Psychometric models of students conceptions in science: reconciling qualitative studies and distractor-driven assessment instruments, Journal of Research in Science Teaching, v. 35, p. 265-296.
35. Smith, E., 1995, Concepts and categorization. In Smith, E. and Osherson, D., (ed), Thinking: An Invitation to Cognitive Science, v. 3, p. 3-33, Cambridge MA, MIT Press
36. Smyth, M.M., Collins, A.F., Morris, P.E., and Levy, P., 1994, Cognition in Action, Lawrence Erlbaum Association Ltd, East Sussex, UK, 455 p.
37. Wandersee, J.H., Mintzes, J.J., and Novak, J.D., 1994, Research on alternative conceptions in science, In Gabel, D.L. , (ed), Handbook on Science Teaching and Learning, p.77-210.
38. Wittgenstein, L., Philosophical Investigations [ca. 1945-49], 3rd ed., tr. Anscombe, Oxford, 1967,246 pp.
39. Wu, H.K. and Shah, P., 2004, Exploring Visuospatial thinking in chemistry learning, Science Education, v. 88, p. 465-492.
40. Yarroch, W.L., 1985, Student understanding of chemical equation balancing, Journal of Research in Science Teaching, v. 22, p. 449-489.